Finding inspiration and motivation for the work

For many teachers, the motivation to start a teacher-powered school is inspired by having autonomy to develop and implement better ways to teach and learn. But will your team be able to accomplish what it wants?

Visiting existing teacher-powered schools and using these resources will help your team start to answer this question. You can also use this step to explore individual and group motivations for forming a teacher-powered school, along with concerns about the challenges ahead.

Resources

Commentaries by and about teachers who design and run schools

David Briley, teacher at Reiche Community School, writes on Education Post that the culture of a teacher-powered school empowers teachers to take ownership, collaborate, and find solutions for making things happen.

Carrie Bakken, teacher and program coordinator at Avalon School, describes how teachers in teacher-powered schools accept greater accountability for school success by controlling the curriculum, budget, professional development, and personnel decisions.

Case studies: Minnesota New Country School (Henderson, MN)

Doug Thomas, Walter Enloe, and Ron Newell explore the Minnesota New Country School, where teachers have control of the learning program, the hiring and retention of personnel, and are responsible for the success of the school.

Case studies: Pilot Schools (Boston, MA and Los Angeles, CA)

LAUSD Local District 4 educators and the Belmont Educational Collaborative led the development of a groundbreaking agreement to create a network of high-caliber, theme-based public schools for families to select from based on students’ interests. Some of these schools are teacher-powered.

Case studies: Wisconsin Schools

Educators Paul Tweed and Liz Seubert share how a vision that began in a school bus turned mobile lab became a teacher-powered public charter school, and how their "Seven Essentials" have led to engaged students, pleased parents, and a trusting board that empowers the learning community.